Diseño de una estrategia para la enseñanza de la asignatura Matemática Financiera con enfoque histórico-cultural

The teaching of Financial Mathematics is key to the development of the competency profile of future administrators and economists in Ecuador, as it gives them the opportunity to develop the knowledge, procedures and attitudes required for making personal and corporate financial decisions. However, many students reject or pay little interest to the subject, making it evident the need to rethink the teaching process. This article has the purpose of presenting the design of a teaching strategy with a Historical-Cultural approach to improve the learning of Financial Mathematics. This is how the Contextualized, Active and Functional Teaching Strategy (EDECAF) was born, which is currently in the validation stage and hopes to be incorporated into the chair of Financial Mathematics in the Administration Career of a Higher Technological Institute in the City of Guayaquil. The EDECAF is circumscribed around three teaching moments: design of the contextualized experience, development of the practical activity and evaluation of learning achievements. At the time of design, two didactic methods were used for contextualization and motivation: generating questions and the case method. In the activity stage, six workshops organized in logical sequence were developed; These are: introduction, research development and autonomous work, discussion of research results; use of heuristics, solution proposal and collaborative work, and communication of the proposal. Finally, the evaluation stage focuses on both making learning achievements evident and metacognitive reflection.

• Main Author: Villamar Gavilanes, Ana María (author)
• Other Authors: Sánchez Casanova, Ricardo (author)
• Format: article
• Language: spa
• Published: 2024
• Subjects: Técnica didáctica; Enseñanza superior; Estrategia de enseñanza; Aprendizaje
• Online Access: http://repositorio.ulvr.edu.ec/handle/44000/6972